Belmont chronicle. [volume] (St. Clairsville, Ohio) 1855-1973, 1887-07-21
"The Problem of To-Day


his Introductory address at the National
Education Convention last night. Rich
ard Edwards LID, Superintendent
public Instruction of Illinois. spoke as
follows, his subject being THE Problem
of To-day"
"a careful reader of history cannot
fail to be impressed with the fact that
every race, and, in some measure, every
generation of men has had special task,
has performed some special function in
the development of the worlds civiliZa>
lion. Among the early nations, the idea
of fixed government was by slow steps
developed. From the patriarch ruling
his household to the emperors of Assy>
ria, Egypt and Babylon, the steps we're
taken one by one, and at last the idea
was established. And so of other great
ideas and the institutions that embraced
them. 1t was the business of one race
to teach men religion. 1t was the func>
tion of another to awaken the sleepy iR-
tellect of the world, to call into active
exercise the reason, the Imagination, and
the tastes of the human race. Another
race and another epoch developed the
great idea of law. The early rule had
been personal domination, but the Ro-
man Commonwealth evolved new
thought. aud thus jurisprudence was es>
Itablished.
These achievements of past genera
tiOns We are to-day inheriting. The
idea of national unity comes to US from
the dawn of history. The religion
taught by Moses has spread itself over
. nd II hato h
art and Greek thought have schooled
mankind to love and appreciation of
beauty and a discernment of truth, and
legal Baxims that rule our courts to-
day are lineally derived from the PAM
dec and the Institutes. But he is .
thriftless heir who does not improve
upon his estate. If we have taken from
our predecessors, we ought to bequeath
to those who come after us. 1t would
be a shameful thing for this nine
teenth century to boast of its attain
ments, many of which have been be.
slowed upon it, and to do nothing to-
ward making the twentieth century
still richer in knowledge aud virtue.
And so it is reasonable question to ask
ourselves, What will We do to make the
wcrld of tomorrow better than the
world of o-day?
The nineteenth century gives its an
swer to this question. 1t points to its
achievements in the conquest of the
forces of nature. The energy that re-
sides in water has been made to drive
engines and to do the work of millions
of men, the lightning has been tanned.
and many things that to the last centu,
ry would have been impossible miracles
nave been made matter of common
experience. The story of the csntury's
achievements in applied science is far
more marvellous than the tale of the |
Arabian Nights. These claims of the |
nineteenth century we gladly cOncede. |
But shall we not insist that there is |
higher function than this control of out |
ward nature? 1t is a great thing to |
build mighty steamship, but it is |
greater thing to m Ould the mind that |
cannot only build steamship, but do |
even greater things than that. May we
not say, therefore, that the great prOb>
lem of these later decades of the nine |
teenth century is the educational prob
lem? This is critical period of the
humaa race. Mankind are tried to-day
by their very prosperity as they have
question with US is whether we can en-
dure the unwonted strain. How many
nations have 5uccumbed to a degree OF
prosperity far less than ours! How
many nations have been crushed by far
lighter loads Of the good things of life
than that which is laid upon US!
81 put, then, the work of-the- school
master in its highest form as prominent
ly the work of these decades in which
We are living. By this L mean not the
process by which we make the schools
subserve our outward interests, but the
process by which we make the schools
and all else subserve the inner wants of
the man. The development of cnarac-
ter,-that is the problem of to-day so to
mould, and to strengthen, and to emo
ole the men and women of this and
coming generations, that they shall not
be enervated by luxury or enfeebed
by indulgence,-this is the burden laid
upon US.
SIS it claimed that this is laying too
heavy burden upon the fraternity of
teachers? that the moulding of the
rising generation and of the humanity
of the future to high ideals, in opposition
to the numerous and mighty influences
that aDtagOniZe such moulding, is a
task too difficult for any class or any
profession? This, indeed. so appears.
But there never was a heroic exercise
undertaken by man that did not involve
antagonism as great. The soldier who
is discouraged because the enemy is nu-
merOus may as we'll lay down his arms,
and the teacher whose efforts are en-
feebled by the thought of obstacles in |
his way may as we'll drop to the idea
I hat he has no reward but his salary.
The truth is that in all these conflicts
the teachers faith must sustain him;
herein is for him the source of strength.
"How is this body of teachers to &C
So great task? First, by re
the significance of it by
ctriialiy entertaining high ideals this .
is the fundamental requisite, and this |.
will help to secure all requisites. The
level-headed enthusiast, if he is not to-
day master of all the inStrumentalities \
to be employed in his work, will be 80 {
tomorrow. The works that men do
may he divided into two classes-the g
permanent and transient. Among the :
latter must be reckoued all the OUT
ward work of mems hands. Even the
Parthenon cannot be kept in tact t
through the centuries: Notwithstanding 1
the clear and genial skies, the classic
" alls at last crumble, but that which
substantially improves the human race !
continues benifcent power forever
and ever, and such work the teacher
does" q
Cleveland's Comments on Private
Pension Claims.
WASHINGTON July 12-The extracts
given below from President Cleveland's f